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May 25, 2025
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Jul 22, 2025
Published
Sep 23, 2025
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Abstract

This research investigates how EFL (English as a Foreign Language) teachers perceive the integration of Artificial Intelligence (AI) tools in schools located in sub-urban areas. With the fast-paced development of AI in education, both benefits and drawbacks have emerged, particularly in the field of English language instruction. Adopting a qualitative case study design, this study involved seven EFL teachers from vocational and senior high schools in Samarinda, East Kalimantan. Data were gathered through semi-structured interviews and analyzed using thematic analysis. The results reveal that while most teachers see AI as a helpful aid for creating teaching materials and streamlining administrative tasks, they also believe it cannot replace the essential human element in education. Concerns were raised about students becoming overly dependent on AI, the ethical implications of its use, and the importance of tailoring AI-generated content to suit students' learning needs. Additionally, participants highlighted the need for ongoing professional developmentespecially for older or more experienced teachers to ensure AI is applied effectively and ethically in the classroom. This study offers insights into AI usage in less commonly studied educational settings and emphasizes the importance of implementing AI in a way that blends technological tools with sound pedagogical practices. It also recommends regular teacher training and the establishment of ethical frameworks to ensure AI supports rather than undermines English language education.

Keywords

Artificial Intelligence EFL teachers teacher perception AI in education language learning technology

Article Details

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Pratama, M. J., Wahyuningtias, R. F., Hamid, A. I. R., & Rahmawati, Y. (2025). EXPLORING HOW EFL TEACHERS PERCEIVE THE USE OF AI TECHNOLOGIES IN MARGINALIZED AND SUBURBAN CLASSROOMS. SocioEdu: Sociological Education , 6(2), 132-140. https://doi.org/10.59098/socioedu.v6i2.2235

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